Annotated Bibliography:

The exploration of my topic has led me to understand the education system

a little better, but more importantly advocate for the intellectually or
physically disabled. I am passionate about this topic because I created my
own non-profit event focused on pairing up disabled and abled individuals for
a night as they compete in various activities. The relationship built between
disabled and abled is a bond quickly made after 4 hours. After reading
through my sources the bigger research question I am discovering is, how
might the school system create a program of both disabled and abled
students working together towards one goal. Two main categories split from
here, first, how to create an effective Youth Advisory Council that works
together to propose new ideas to the board. The other category is
implementing a program in which disabled and abled individuals are
partnered in activities outside of school during the week. My intended
audience are the superintendents and boards of the Indiana Public High
Schools, as I have reviewed Indiana Special Education Rules and focused my
attention on the high school level. I will continue to research and start
gearing up to write my paper.

Hashway, Robert M. Handbook of Developmental Education. New

York: Praeger, 1990.
In this book it is directed at an audience that is looking to understand
special education. It is more focused on all aspects of the education, but the
part I am focused in on is the curriculum development for special education.
In this section one important part I am very interested in was the philosophy
for the training system and the way that each activity, outcome, task, and
individual had a specific purpose. (116) A key thing to creating a program in
society is that it grows with societal needs, this is a key part that has to be
implemented to create a successful program. (115) With this program you
need organization around it specifically roles that each person will play to
improve and facilitate the program. This could be seen as a negative as it is
more of a cost. (114) In this section it is included that there needs to be
auditory events, visual events, and activities. This will allow the students to
learn the best. (110) All of these points are key to my argument and paper.

Guralnick, Michael J. Early Intervention and the Integration of

Handicapped and Nonhandicapped Children. Baltimore: U Park,
1977.
This book is written by multiple professionals wanting to present challenges
of the integration and provide ways of increasing integration. The two
chapters of this book I am focused on is the open education system to better
integrate students with special needs and focusing on the four concepts to
this integration, which are time, materials, space, and grouping of children.
(244-248) This will provide me assistance when I develop the curriculum
around the integration of the disabled and abled students. The other chapter
was focused on the reason and why we should have peer to peer interaction.
(28, 47) There is a wealth of information regarding this idea and one of the
gaps I found in the public school special education rules was the focus on
peer socialization. This information will make my claim stronger as it has
gone through previous research already on this idea. This book will provide
points that strengthen my claim and suggestions to the curriculum I write.

Olson, Steve. Ensuring Quality and Accessible Care for Children with
Disabilities and Complex Health and Educational Needs:
Proceedings of a Workshop. 2016.
This book includes the details from a workshop on quality and accessible
care for children. This book was compiled by many professionals and offers
multiple views. The chapter I focused on was a keynote speaker, Victoria
Costello who was a mother of an autistic child and a science journalist. In this
chapter she talks much about the mindset and environment in which the
disabled individuals grow up with. The mindset that having a disability
doesnt make them any less, but empower them to feel comfortable with
who they are and in a sense instilling this idea of vulnerability. (69) Another,
aspect was the environment created around those who are disabled. The
environment that should be created is one in which it allows everyone to
function at the same level and be who they are. In her talking about
environment she says, the environment determines disability, not the
person (67). I found this chapter of the book extremely helpful in
understanding the key concepts taught in a program that is focused on
integrating disabled and abled students and eliminating the stigma of a
disability.

Indiana State Board of Education. Special Education Rules Title 511

Article 7 Rules 32-49, 2014. Indiana, 32, 36, 37.
In these Special Education Rules, it lays out what is currently in place in
Indiana. The purpose of this document is to put in rules that help special
education in Indiana. It allows those seeking information such as parents,
caregivers, and teachers a resource with all of the information. I particularly
focused on Rules 34, 35, 36. In Rule 34 it was speaking about the Part B
funds available for special needs programs. (32) I found this to be good
advice to go against the counterargument of lacking funding for programs in
special education. Rule 35 in the Special Education Rules is helpful in
understanding what are performance indicators. It helps provide what the
state would want from the program to understand the outcomes from it. (36)
In creating curriculum, I want to be able to know what the state is expecting
as well. In Rule 36, I saw a possible gap in the curriculum. In section 1 of this
rule it focuses on the relationship of the parents with other parents. The
public agency has created a parent advisory council. (37) One of the key
concepts in my research is the relationship and community building between
disabled and abled students. A program could include the advisory council of
both disabled and abled students that would create events and activities to
encourage community building and dispelling of the stereotype of a disabled
individual.

GenerationOn. Game Changers: Establishing a Youth Advisory

Council. 2012,
http://www.generationon.org/files/resources/game_changers_yac_too
lkit.pdf.
Game Changers: Establishing a Youth Advisory Council, written by
GenerationOn was clearly written for organizations thinking about starting a
Youth Advisory Council. Throughout this toolkit it provides exact information
on why an organization should start a Youth Advisory Council and how to
start it. The reasons why organizations should have this council is that the
youth today are our leaders tomorrow. This provides the youth with skills
such as confidence, teamwork, conflict resolution, and public speaking;
allowing them to be leaders in action. (10-11) Another issue this toolkit
addresses are who will make up this group, and in the reading it mentioned
to make sure to have people with diverse knowledge and experience. (20)
This is a critical point because it is through the different viewpoints that the
most innovative solutions come to light. This toolkit did bring up a few
interesting counter arguments to a Youth Advisory Council. A few were
trusting in the youth to manage a project, questioning the capability of youth
to improve the programs, and gauging the interest of youth. (14) These
allowed me to think further and dig deeper into what my objection to the
counterarguments will be. All of the information mentioned above will move
my research paper in the direction with explaining the purpose of a Youth
Advisory Council and providing my readers with objections with possible
counterarguments.

Howe, Harold II. Schools and Character Development.

Contemporary Thought on Public School Curriculum, edited by
Edmund C Short, George D Marconnit, Wm. C. Brown Company
Publishers, 1968, 124-125.
This collection of articles is targeted at an audience that is looking to adjust
the public school curriculum. Howes article is focused on the ability to
promote character development through extracurriculars. In the beginning it
mentions the difficulty to teach values to teenagers in a school setting as
they will immediately reject the idea. (124) Then, Howe continues into the
idea that an athletes character and values were taught through the sports
he/she played. Howe quotes Donald MacArthur, it teaches them to be strong
enough to know they are weak, and brace enough to face themselves when
they are afraid. (125) This quote shows the significance of character being
taught through an indirect way. It is through the ability to experience
adversity and triumph that character is built, and then the way one portrays
him/herself is the way it is spread. This will directly help the claim I am
making that there needs to be a program that connects disabled and abled
individuals together that provides them the ability to work together towards
the same goal. Allowing them to experience triumph and adversity and
learning who they are as a collaborative group.